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Abstract
This action research case study explores the impact of implementing problem-based learning in STEM (science, technology, engineering, and math) classrooms to increase the participation and engagement of underrepresented students in a Title I school. In order to examine if the chosen intervention, problem-based learning, was effective, the study was guided by the following research questions:1. How does the introduction of problem-based learning affect the learning environment in STEM classrooms?2. How do science and math teachers' instructional strategies influence the participation of students in STEM at Everimidle School?Findings from the first research question suggest that students are more engaged when they find relevance in what they are doing; scaffolding is needed in order for students to understand what the expectations of problem-based learning are in the classroom; problem-based learning can lead to an increase in achievement in some classrooms; and in order for students to buy-in to the new teaching strategy, teachers must appear to be comfortable with the strategy. In relation to the second research question guiding the study findings suggest that problem-based learning leads to higher order questioning, and students are more willing to participate if they are given choices in how to solve problems. Findings also suggest that different students learn in different ways, but are willing to try new learning strategies if it is interesting to them. This study also found that students seem to enjoy working in groups to solve problems, but in order for groups to be effective, roles must be identified.